ABSTRACT
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345 Procedural Guidelines for Special Education Determination . . . . . . . . . . . . . 347 Flow Chart for the Placement Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . 350 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350 Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350
Case management, as it relates to the special needs student within the confines of the public school, holds a much different definition than it does in other disciplines. This is primarily because special education is governed and monitored by federal and state mandates. The major thrust of case management for special education students is to determine the appropriate placement and services necessary for these students to be successful and reach their full potential. The case conference committee (CCC) is responsible for identifying the least restrictive environment (LRE) appropriate for the student given the services needed. Case conference committees consist of the teacher of record (TOR), a parent or guardian, support staff directly related to the student’s needs, psychologists involved in the evaluation of the student, medical representatives if a medical issue is involved, an administrator or their designee, and any and all interested individuals appearing on behalf of the student and/or the parent or guardian.
